Ministry of Education

Core Module 3.
Assessing Learners
Competence
 What is Assessment?

Assessment is the process of collecting evidence and

making judgements
on whether competency has been achieved.

The purpose of assessment is to confirm that a learner can

perform to the standards expected in the workplace as
expressed in the relevant occupational standards.
 Reasons for Competence Assessment
 Ensure that TVET graduates have competencies required
by industry;
 Emphasize workplace performance; and
 Ensure TVET graduates meet international standards.
 What is Evidence?

Evidence is information gathered and matched against a

unit of competence to provide proof of competence.
 Forms of Evidence

Evidence

Direct Indirect
Evidence that can be observed or Work evidence that can be reviewed
witnessed or examined
Rules of Evidence

Valid

Current

Sufficient

Authentic
Consistent

Recent
 Valid

Is the evidence:
 Related to the current version of the Standards?
 Relevant to the Elements and Performance Criteria in the
Standard?
 Consistent with the Range of Variables and the Evidence
Guide?
 Current

Does the evidence:

 Reflect the learner’s current knowledge and skills in the
relevant aspect of work?
 Establish that the learner can meet the Elements and
Performance Criteria specified in the current version of the
relevant Standards?
 Sufficient

Does the evidence:

 Cover all the elements?
 Meet all the evidence requirements?
 Illustrate that the learner can meet the four dimensions of
competency: task skills, task management skills, contingency
management skills and job/role environment skills?
 Authentic

 Did the evidence presented the learner’s own work?

 What procedures are in-place to ensure the authenticity of the
evidence:
 Observation of work in progress
 Declarations
 Third party validation?
 Consistent

Does the evidence:

 Show that the learner consistently meets the standards under
workplace conditions rather than showing a one off-
demonstration of the standards?
 Incorporate multiple items of evidence?
Recent

Old
Age of evidence
Recent

Weak Strong

Relationship with unit of competency

Ministry of Education

PLANNING
OUTCOME-BASED ASSESSMENT
 Formative Assessment
 Provides the learners with feedback regarding success or
failure in attaining learning outcomes
 Identifies learning errors that need to be corrected
 Reinforces successful performance
 Provides information to trainor for making instruction
and remedial work more effective
 Summative Assessment
 Is given when all the modules in the program have been
accomplished
 Determines the extent to which competence have been
achieved
 Result is expressed using the term “satisfactory” or “not
satisfactory”
 Evidence Plan
Evidence Gathering Tools
 Evidence Plan
 Planning tool
 First stage in developing an evidence gathering tool
 List of the evidences that the trainor must gather when
conducting the assessment of a particular unit of
competency
Prepared by: Date:
Checked by: Date:
NOTE: *Critical aspects of competency
 Service Automotive Battery
This unit covers the knowledge, skills and
UNIT attitudes required to service, remove, test and
DESCRIPTOR charge automotive batteries. This unit is
applicable to batteries fitted to vehicles.
 PERFORMANCE CRITERIA
ELEMENTS
Italicized terms are elaborated in the Range of Variables
a. Check • Tools and testing equipment are readied and selected
automotive according to specified job requirements.
battery • Battery is tested in accordance with company standard
operating procedures and manufacturer’s specifications.
• Test results/findings are recorded, analyzed and reported
to direct supervisor according to company standard
operating procedures.
b. Remove • Battery is removed without causing damage to the vehicle
automotive and to any workplace property.
battery • Safety precautions in handling the automotive battery are
done according the workplace policies and procedures.
• Appropriate action is taken to prevent loss of vehicle’s
electronic memory if applicable.
c. Service • Battery is charged using the appropriate battery charger
and • Electrolyte levels is checked and filled-up according to required level
Charge • Battery and its terminals are cleaned according to manufacturer’s
Battery manual
• Multiple connectors are repaired and/ or replaced to restore integrity
of the involved circuit according to manufacturer’s specifications
• Leads are connected/disconnected in sequence observing proper
polarity as per manufacturer’s manual
d. Jump-start • Vehicle is jump-started without causing damage to vehicle and to any
vehicle workplace property
• Appropriate jumper leads are selected ensuring spike protection
when necessary
• Leads are connected/disconnected in correct sequence and polarity
as per manufacturer’s manual.
Competency standards: Automotive Servicing
Unit of competency: Service Automotive Battery

Demonstration
Ways in which evidence will be collected:

questioning
[tick the column]

Interview
Portfolio
& oral
The evidence must show that the learner . . .
 Readies and selects automotive tools and testing equipment appropriate to job requirements
x
 Tests automotive battery x x x
 Records, analyses and reports test results/findings to supervisor x x x
 Removes automotive battery without causing damage to vehicle and workplace property x x x
Elements and performance criteria
 Handles automotive battery with safety precautions x x
 Charges battery using an appropriate charger x
 Checks electrolyte level of battery x
 Cleans battery and its terminals x x
 Repairs/replaces multiple connectors x
 Connects/ disconnects leads in correct sequence observing proper polarity x x
 Jump-starts vehicle without causing damage to vehicle and workplace property x knowledge and
Underpinning
 Observes occupational health and safety practices skills x
 Knows industry codes of practice x
 Knows battery servicing and charging procedures x
 Knows specifications and types of testing equipment and tools x
 Records, analyses and reports test results/findings to supervisor x
Dimensions of competency x
 Practices safe handling of battery electrolyte and acids x
 Evidence Gathering Tools
 Evidence gathering tools are the actual instrument that the
teacher uses to collect evidence:
 Observation checklist
 Demonstration of work activity
 Question list
 Interview
 Portfolio
 Third party report
 Written test
 Work related project
 Purpose of Evidence Gathering Tools
 Help trainee understand what is expected;
 Focus for the teacher in evidence gathering
 Record assessment outcome
 Identify what action is needed to address skills and
knowledge gaps
 Observation
 Observation is a key form of evidence gathering.
 Observation should collect evidence of all components of
competence, including the dimensions of competence.
Trainee’s name:
Teacher’s name:
Module Title:
Learning Outcome:
Date of assessment:
Venue of assessment:
Instructions for demonstration

Materials and equipment

During the demonstration of skills, did the trainee: Yes No N/A

  

  

  

  
  

  

  

The trainee’s demonstration was: Satisfactory  Not Satisfactory 

Trainee’s name:
Teacher’s name:
Module Title: Servicing automotive battery
Learning Outcome: Service and charge battery
Date of assessment: Task to be demonstrated
Venue of assessment: Moenco Service Station
Instructions for demonstration
Given the necessary materials, tools and equipment, service and charge the battery of
a specified vehicle within 2 hours.
Materials and equipment
Observation points
Vehicle with Automotive Battery, Battery Charger, Spanner, Jumper Cable, Tester, Detergent, Water,
Rags
During the demonstration of skills, did the trainee: Yes No N/A
Charge the battery using the appropriate battery charger   
Check and filled-up electrolyte levels according to required level   
Clean the battery and its terminal according to manufacturer’s
  
manual
Repair/replace multiple connectors to restore integrity of the
  
involved circuit according to manufacturer’s specifications
Connect/disconnect leads in sequence observing proper polarity as
  
per manufacturer’s manual

The trainee’s demonstration was: Satisfactory  Not Satisfactory 

Questioning is appropriate for . . .
 Times when observation cannot be used
 Verifying observations
 Underpinning knowledge
 Dimensions of competence, i.e.: contingency skills
Types of Questions
 Extension
 Contingency
 Safety
 Infrequent activities
 Regulations and procedures
Extension Questions
 How do you cut and paste word documents?
 How do you compute the area of a lot?
Contingency Questions
 What would you do in the event of . . . ? (accident or emergency)

Ex. What would you do if one of your trainee cut his finger while using the band
saw?
 What would you do if . . . ? (equipment broke down or something malfunctioned)
 What would you do if . . . (complaint was made or conflict occurred)
 How do you avoid . . . ? (preventive measure)
Safety Questions
 What precaution must you take when . . . ?
Ex. What precaution must you take when performing welding
in a closed area?
 What safety equipment and clothing should you use
when . . . ?
 Why should you not . . . ? (procedure or activity that is not
permitted)
 What would you do if . . . ? (dangerous situation)
 How do you avoid . . . ? (preventive safety measure)
Questions on Infrequent Activities
 What would you do if . . . ? (rarely occurring but critical
situation)
Ex. What would you do if your supervisor ask you to check
delivered materials while you are teaching?
 If . . . happened, what action would you take?
Questions on Regulations and Procedures
 What are the regulations in respect of . . . ?

Ex. What is the provision in the regulation about the color standard for a 3-phase
conductor?
 What are the procedures/steps to . . . ?
 What checks are required by the manufacturer to . . . ?
 What is the regulation that covers . . . ? (situation or activity)
 What are the organizational regulations that apply when . . . happens ?
Oral Questions Satisfactory response
The learner should answer the following
Yes No
questions:
 
 
 
 
 
 

The learner’s knowledge was:  Satisfactory  Not Satisfactory

Feedback to learner:

The learner’s overall performance was:

Satisfactory  Not Satisfactory 

Learner’s signature: Date:

Trainor’s signature: Date:
Sample: Questioning Tool Procedure question

Questions Satisfactory
response

The learner should answer the following questions: Yes No

1. How will you check the battery voltage?  

2. Why is it necessary to remove the battery negative cable first before removing
 
the positive cable?
3. What would happen if the negative jumper cable is connected ahead of the
positive jumper cable when you perform the jump start technique in starting a  
vehicle with a weak battery?
4. Is it alright to replace the battery of a car you are servicing without the consent of
 
the customer? If no, why?
5.  

6.  
The learner’s underpinning
Contingencyknowledge
questionwas: Satisfactory  Not Satisfactory 
Feedback to learner:
Extension question

The learner’s overall performance was: Satisfactory  Not Satisfactory 

Trainor’s signature: Date:
 Organizing
an Assessment Activity
 Assessment Resources
Specific information on assessment resources is provided in
the Resource Implications section of the Evidence Guide.
This includes information on:
Tools
Equipment
Facilities
 Workshop Activities
Given the necessary templates:
1. Prepare an Evidence Plan for a specified
unit of competence.
2. Prepare a set of Evidence Gathering Tool
based on your Evidence Plan.
 46

THANK YOU
AMASEGINALO
On completion of the assessment process, the
Trainor must . . .
review the assessment process
report on the positive and negative features of
the assessment to those responsible for the
assessment procedures
make suggestions on improving the assessment
procedures to appropriate personnel
participate in any group review of the
assessment process organized by the
institution
Thank you for listening.